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march4teachers
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Standard 6: Effective Communication Teacher Growth Guide 6.2 – Marzano Strategies Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences 6E2) The emerging teacher… Emerging Developing Proficient Distinguished Is aware of personal bias in regard to differences in culture, gender, intellectual, and physical ability in classroom and its impact on student learning. 6D2) The developing teacher also… Demonstrates and promotes sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in responses to students' communications. 6P2) The proficient teacher also… Helps students to develop a respect for all through sensitivity to cultural, gender, intellectual and physical ability differences in classroom communication. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 6S2) The distinguished teacher also… Score = 0 1 2 3 4 5 6 7 Not Using Strategy is called for but not exhibited Beginning Strategy is done incorrectly or with parts missing Teacher Structures mini-debates about the content Has students examine multiple perspectives and opinions about the content Elicits different opinions on content from members of the class Developing Strategy is done correctly Applying Strategy is done correctly and its impact/effectiveness monitored MDQ 5.30 The teacher uses friendly controversy techniques to maintain student engagement Promotes a respect for all and sensitivity to cultural, gender, intellectual and physical ability differences throughout the school and community. Innovating Adapts/creates new strategies for unique student needs/situations Student Engages in friendly controversy activities with enhanced engagement Describes friendly controversy activities as stimulating, fun, etc. Explains how friendly controversy helped them understand content better MDQ 8.36 The teacher uses students’ interests and background to produce a climate of acceptance and community Teacher Has side discussions with students about events in their lives or topics of interest Builds student interests into lessons Student Describes teacher as someone who knows them & is interested in them; accepts them Responds that teacher demonstrates understanding of their interests and background

Standard 6: Effective Communication Teacher Growth Guide 6.3 – Marzano Strategies Quality Indicator 3: Learner expression in speaking, writing and other media 6E3) The emerging teacher… Emerging Developing Proficient Distinguished Supports and expands learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy. 6D3) The developing teacher also… Develops students in directing their own safe, free and respectful expression in speaking, writing, listening, and other media ensuring it adheres to district policy. 6P3) The proficient teacher also… Promotes respect, safe and free expression in the school and the larger school community ensuring it adheres to district policy. Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD). 6S3) The distinguished teacher also… Score = 0 1 2 3 4 5 6 7 Not Using Strategy is called for but not exhibited Beginning Strategy is done incorrectly or with parts missing Developing Strategy is done correctly Applying Strategy is done correctly and its impact/effectiveness monitored Shares with others strategies for promoting respect, safe and free expression in the school and the larger school community ensuring it adheres to district policy. Innovating Adapts/creates new strategies for unique student needs/situations MDQ 1.1 The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal Teacher Posts a learning goal so all students can see it Uses a goal that is a clear statement of knowledge/information, not an activity or assignment Makes reference to the goal throughout the lesson and may use a scale or rubric Student Can explain the learning goal and how current activities relate to it Can explain the levels of performance articulated in the scale or rubric MDQ 2.10 During breaks in the presentation of content, the teacher engages students in summarizing, prediction and questioning to process new information Teacher Has group members summarize new information Employs process strategies like jigsaw, reciprocal teaching and concept attainment Student Volunteer predictions, clarification questions, and can explain what they just learned Groups discuss content asking and answering questions with each other or making predictions MDQ 2.11 The teacher asks inferential questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught Teacher Asks explicit questions requiring students to make elaborate inferences about content Asks students to explain or defend their inferences Presents situations or problems that require inferences Student Volunteers answers to inferential questions Provides explanations and proofs for inferences MDQ 2.12 The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways Teacher Asks students to summarize the information or generate notes identifying critical information Asks students to create graphic organizers, pictures, pictographs, flow charts, or mnemonics Student Summaries, notes and nonlinguistic representations include critical content Can explain main points of the lesson

Standard 6: Effective Communication<br />

Teacher Growth Guide 6.2 – Marzano Strategies<br />

Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences<br />

6E2) The emerging <strong>teacher</strong>…<br />

Emerging Developing Proficient Distinguished<br />

Is aware of personal bias in regard to differences in culture,<br />

gender, intellectual, and physical ability in classroom and its<br />

impact on student learning.<br />

6D2) The developing <strong>teacher</strong> also…<br />

Demonstrates and promotes<br />

sensitivity to differences in culture,<br />

gender, intellectual, and physical<br />

ability in classroom communication<br />

and in responses to students'<br />

communications.<br />

6P2) The proficient <strong>teacher</strong> also…<br />

Helps students to develop a<br />

respect for all through<br />

sensitivity to cultural, gender,<br />

intellectual and physical ability<br />

differences in classroom<br />

communication.<br />

Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD).<br />

6S2) The distinguished <strong>teacher</strong><br />

also…<br />

Score = 0 1 2 3 4 5 6 7<br />

Not Using<br />

Strategy is called for<br />

but not exhibited<br />

Beginning<br />

Strategy is done incorrectly or with<br />

parts missing<br />

Teacher<br />

Structures mini-debates about the content<br />

Has students examine multiple perspectives and opinions about the content<br />

Elicits different opinions on content from members of the class<br />

Developing<br />

Strategy is done correctly<br />

Applying<br />

Strategy is done correctly and its<br />

impact/effectiveness monitored<br />

MDQ 5.30 The <strong>teacher</strong> uses friendly controversy techniques to maintain student engagement<br />

Promotes a respect for all and<br />

sensitivity to cultural, gender,<br />

intellectual and physical ability<br />

differences throughout the<br />

school and community.<br />

Innovating<br />

Adapts/creates new strategies for<br />

unique student needs/situations<br />

Student<br />

Engages in friendly controversy activities with enhanced engagement<br />

Describes friendly controversy activities as stimulating, fun, etc.<br />

Explains how friendly controversy helped them understand content better<br />

MDQ 8.36 The <strong>teacher</strong> uses students’ interests and background to produce a climate of acceptance and community<br />

Teacher<br />

Has side discussions with students about events in their lives or topics of interest<br />

Builds student interests into lessons<br />

Student<br />

Describes <strong>teacher</strong> as someone who knows them & is interested in them; accepts them<br />

Responds that <strong>teacher</strong> demonstrates understanding of their interests and background

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